La edad como factor de la cretividad y el rendimiento académico- artístico: Un estudio en la carrera de Artes Escénicas de la ULEAM
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https://doi.org/10.56124/sapientiae.v9i19.024Keywords:
Keywords: creativity, age, academic performance, performing arts, higher education.Abstract
This study aimed to analyze the relationship between age, creativity, and academic-artistic performance in students of the Performing Arts program at the Eloy Alfaro Lay University of Manabí (ULEAM). Using a quantitative, correlational design, 136 students participated, distributed across three age groups: 18–22, 23–29, and 30 years and older. The Torrance Tests of Creative Thinking were administered to measure creativity, and academic records and evaluations of performing arts projects were collected to observe academic-artistic performance. The results showed that creativity manifests itself in diverse ways depending on age. Younger students scored higher in fluency and flexibility (qualities associated with a more exploratory type of thinking). Older students, however, obtained better results in originality and elaboration. Regarding academic performance, younger students scored higher in theoretical subjects, while older students obtained higher grades for artistic projects (which promote divergent thinking). Pearson's correlation showed positive relationships between age and originality, as well as between two variables: overall creativity and student performance in performing arts projects. However, age was not found to be a significant predictor of overall academic performance.In conclusion, creativity does not diminish with age, but rather transforms, contributing different strengths at each stage of life. These findings reinforce the importance of promoting inclusive learning environments that recognize age diversity as a resource for enriching performing arts education.
Keywords: creativity, age, academic performance, performing arts, higher education.
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